Evidence of the damaging effects of screens on all pillars of child development continues to emerge. The danger of screens lies above all in the behavior they adopt to prevent the conversations, games, vacations and family discussions through which children do most of their learning and form their character. In their pharmacological dimension, screens can also be beneficial when used in a healthy way at a certain age or for educational purposes, and can support learning sessions. However, early and excessive use has been associated with deterioration in language, attention, executive functions and learning delays. In health terms, it affects social maturity, increases the risk of eating and sleeping disorders, and alters mental and psychological health in general. Given the growing importance of screen use among very young children, at stages when brain plasticity is greatest, the cognitive and cerebral development of the current generation of children exposed to screens raises major questions. Official recommendations do not seem to be reaching everyone. Furthermore, some families are beginning to realize the consequences of the upheavals they are experiencing at school. It is possible to promote healthy behavior and children’s well-being in the face of screens, and thus reduce their negative effects, by improving knowledge and proposing alternatives to children and their families. Concrete actions in the field, as well as at school, and accessible to all social classes, seem essential.